This study investigated the inclusion of two children (age 7) in a general education classroom to illustrate the concepts of under inclusion and over inclusion. One child, who was found to be under included, rarely played with classmates on the playground and during "choice time" in class spent most of his time watching other children work or play. He watched others play checkers but rarely played the game himself and periodically would complain about never getting a turn at checkers, to which current players gave complicated reasons for his having to wait his turn. The other child was found to be over included. She was one of the most popular students in the class, was never alone on the playground, and could always be found standing or walking about, surrounded by a loosely defined circle of girls. The attention, however, was not always good for her, socially or academically. Strategies, including a group activity called "readers' circle", used by the teacher to moderate the extremes of under inclusion and over inclusion are discussed. (Contains 10 references.) (CR)